PROLOGUE

PROLOGUE

What If?

What if school began with a different question? Not “What do we want children to know?” But: “Who might these children become if we helped them discover who they already are?” Every child who walks into a classroom carries something that no test can measure. Wonder. Imagination. The capacity to love. And a mind filled with questions.

Why is the sky blue? Why do people fight? Why can't everybody be happy? What makes someone good? What would happen if...? Children do not arrive at school empty, waiting for adults to pour knowledge into them. They arrive already alive—with curiosity, imagination, feelings, dreams, fears, and an almost endless capacity to discover.

And yet, somewhere along the way, many children begin to ask fewer questions. Perhaps it happens when they discover that some answers are called right and others wrong. Perhaps it happens when they become afraid of making mistakes. Perhaps it happens when they learn that the teacher's answer is more important than their own. Little by little, some children begin to believe that being smart means knowing the answers rather than knowing how to ask good questions.

But what if school could be different? What if a child could say, “I don't know,” without embarrassment? What if imagination were not a distraction from learning, but a doorway into it? What if mistakes were welcomed—not because mistakes are good in themselves, but because they mean someone is trying? What if children learned mathematics, science, history, and language—and also learned how to listen, how to disagree without hurting one another, how to understand another person's feelings, and how to love themselves without believing themselves better than anyone else? What if children were encouraged to discover their own gifts instead of constantly being compared with one another? What if they learned that their worth did not depend upon a grade? What if they discovered that there was something wonderful about simply being themselves?

Those questions gave birth to the School of Two Thousand Smiles. It was never intended to produce two thousand identical children. Quite the opposite. It was created to help two thousand young people become more completely themselves. The adults in the school had a different job from the teachers many of us remember. They were not simply dispensers of information. They were guides, listeners, encouragers, and fellow travelers. Among them was Sam. Sam was a counselor, but the children soon discovered that Sam was something more. Sam had an unusual ability to listen to a child without immediately trying to fix the child.

And then there were Ella and Danny. They were fifth graders. They were curious and imaginative. Sometimes they were confused. Sometimes funny, stubborn, frightened, generous, or surprisingly wise. They were, in other words, children. They had no idea that they were about to become part of an experiment in what education might become. They did not know that some of their questions would lead to other questions. They did not know that they would sometimes disagree with one another. They did not know that they would discover things about themselves they had never imagined. And they certainly did not know that their experiences at school might change how they saw themselves, one another, and perhaps even the world.

They only knew that school was a beginning. And so is this story. It begins, as perhaps every real education begins, with a question. Not an answer. A question.

What if?

Chapter Forty-Four

REPORT TO THE SUPERINTENDENT OF SCHOOLS

Andrew D. Rondell, Ed.D.
Superintendent of Schools of California
Sacramento, California

Dear Dr. Rondell:

We, Drs. Joseph Davis, Phyllis Langton, Shirley Samper, and Jack Dillon, respectfully submit this report concerning our recent observation of twenty fifth-grade students in San Diego County.

The twenty students—ten girls and ten boys—came from two public schools: Bayshore Elementary School in Del Mar and the School of Two Thousand Smiles in Monte Vista. Although both schools serve approximately the same number of students—approximately 300 at Bayshore and 260 at Two Thousand Smiles—their educational structures and philosophies differ considerably.

I. The Two Schools

Bayshore Elementary School serves students in grades one through five and is organized much like a traditional American elementary school. Classes generally consist of approximately 30 students, a teacher, and an assistant.

The School of Two Thousand Smiles serves students from kindergarten through twelfth grade. Classes are limited to approximately twenty students. Each week, every grade, two through twelve, two classes of 10 devoted specifically to human development, meet for two hours under the direction of a specially trained facilitator, whom the students call a “Tator.”

The human-development sessions resemble, in some respects, like extended group-therapy sessions. Their emphasis is on communication, self-understanding, relationships, empathy, and the development of the individual student.

II. Observations of the Students

The Bayshore students appeared highly disciplined, polite, and orderly. They wore school uniforms and generally behaved in a manner that could be described as obedient, conforming, and respectful of established rules. The ten Bayshore students consisted of seven Caucasian students, two Asian students, and one Hispanic student.

The students from the School of Two Thousand Smiles presented a distinctly different impression. They described themselves, with considerable amusement, as a bunch of “ragamuffins.” We observed them to be spontaneous, curious, imaginative, expressive, and friendly.

Among the ten students from Two Thousand Smiles were four Caucasian students, two African - American students, one Asian- American-student, and three Hispanic students. The students appeared comfortable with one another across ethnic backgrounds. We observed no apparent social distancing based upon ethnicity or anything else. The students engaged in considerable friendly banter, but it appeared to be accepted as part of their normal interaction.

III. Search for Prejudice, Brutality, and Offensive Behavior

We were specifically asked to observe the students for indications of prejudice, brutality, cruelty, or offensive behavior toward one another.

One evaluator expressed concern that several of the Two Thousand Smiles students appeared to be somewhat “too wild.” When questioned further, however, she stated that she did not feel threatened or fearful of any of the students. In fact, she acknowledged that she might have had a more enjoyable childhood had she attended a school with an educational environment similar to Two Thousand Smiles’.

We did observe disagreements and differences of opinion among the students. We also witnessed one incident in which a boy made fun of a physically handicapped girl. Several other students immediately objected and stood up for the girl, even threatening the boy verbally.

Although this incident was troubling, we also believe it is significant that the other students responded by defending a classmate they believed had been treated unfairly.

IV. Overall Assessment

After spending several hours observing and interacting with these twenty fifth-grade students, we found the overall atmosphere to be one of respect, warmth, acceptance, and kindness.

The students welcomed us and treated us with courtesy and openness. While the students at the two schools differed noticeably in their behavior and manner of interacting, we found no evidence that the greater spontaneity and freedom displayed by the Two Thousand Smiles students resulted in an atmosphere of cruelty, prejudice, or fear.

Indeed, we came away from the experience deeply impressed by these young people.

We respectfully report that we are very proud of these boys and girls and that our experience with them has left us more hopeful about the future of our schools and, indeed, about the future of our country.

We thank you for the opportunity to participate in this observation and evaluation.

Respectfully submitted,

Dr. Joseph Davis
Dr. Phyllis Langton
Dr. Shirley Samper
Dr. Jack Dillon

Evaluators

THE FINAL DISCUSSION – STUDENTS, STAFF AND EVALUATORS–Chapter Forty-Three

SAM

Dr. Joe Davis sat down in the middle of our large circle of evaluators, staff members of Bayshore Elementary School and the School of Two Thousand Smiles, and 20 fifth graders. He began, "Well, this is our final meeting, and I would like to hear from our..."

He stroked his chin as though he was searching for the right words and chuckled, then continued... "combatant fifth graders." He paused again and looked at a card full of names. "So, why don't you start, Veronica? Please tell us what you and your gang of ten think of this day." 

Her principal, Tere Osman, and her teachers sat straighter as Veronica began, "First, we weren't combatants at all, and I hope you, Dr Davis, were joking." Davis smiled and nodded, and Verónica continued, "Good, we have grown to like one another..." She glanced at the grimacing Bob and continued. "Most of us at Bayshore are envious of the Smiles students' freedom, intelligence, joy, and, uh, well, easy way of being around." All but Bob on the Bayshore side smiled and nodded. I think we learned more from them than they did from us, and I hope we can begin to employ some of the practices and spirit of the Smiles school."  

All of us on the Smiles side and all but Bayshore's Bob clapped for Veronica and her presentation. Davis asked Ella to start for the Smiles kids. Of course I was sure Ella would make us proud. Ella nodded at the Bayshore side of the gathering and began, "Thank you, Veronica, for your kind words for our school and us. I never, for one minute, thought that we were in any kind of competition. Our Tator, that is what we call our facilitator or teacher, simply told us that he did not know what today was all about, but we just needed to be ourselves and have some fun. And we did have some fun and made some new friends. One of the main things for me was gaining even more appreciation for Dr. Sam Collins and our Smiles school. As we began interacting with the Bayshorians - that's what we began calling them - I thought that they were nice and friendly but kind of afraid to say what they really thought, but as our sessions got going, they seemed to relax and become more enjoyable. I think most of them liked the more playful way we Smiles kids are. And the more we interacted, the more I enjoyed the day; I think we all did."  All Smiles kids nodded and all, but one Bayshore kid nodded and sort of smiled. 

Davis said a polite thank you and asked Dr. Shirley Samper to say a word as an evaluator. She put her hands together as if praying and solemnly bowed to each group of kids. "I didn't know what to expect when we began this morning, and I was uncomfortable with the plan to observe each student as they studied and talked about a topic, but I didn't know what to replace it with. Who was it that came up with the four integrated groups of five?" She looked at both classes of ten, and Danny slowly raised his hand. "Well, thank you, young man. What is your name?" 

In his delightful Southern drawl,

Danny responded, "Danny Sherman, ma’am." 

“Well, Danny, thank you. And how long have you been in California and at Smiles School?" 

"This is my first year at Smiles, and I came to California in July. Ma'am" 

"Well, keep up the good work." Danny thanked her. Shirley, still turning toward our side of the circle, said, "Well, Sam, it seems as though you have the backing of your entourage, er, cohort, doesn't it? Tell me, Sam, how do you gain respect from your students? 

"That's easy, I just respect them and encourage every student and staff member to respect them, and they see respect all around them every minute of every day." She still looked a bit doubtful, so I added. "That is not difficult when you let it sink in that we are naturally connected in a positive and loving way to one another. Our environment of love and joy helps us learn. If we are being hurt in any way, we become fearful." 

Dr. Phyllis Langdon stared at Danny and said, "I understand that you had a fight with a high school student and sent him to the hospital. What do you think of Dr. Collin's belief that we are born to be kind and loving?" 

"I believe it also, and right now I feel bad about not being in touch with my good side. When that guy began picking on me and my friend - a girl. He came across as mean, like my dad in Mississippi, who beat me and my mom regularly. I saw his face on that bully who was hassling us, and well, I just lost it. Sam recommended that I go for counseling to learn how to let go of some of the anger I had been carrying. I think I'm better now, but I guess I need more time and work. Even today, I lost my temper and almost hit another fifth-grader after he made fun of Olivia. I thank Joe for stopping me. That would never happen in Mississippi. Dr. Collins, would you please schedule more counseling for me?" I smiled and said, “Yes, and thank you for asking." 

Phyllis turned to me and asked, "And what kind of punishment did you give Danny? 

"Doctor, right now, I am saddened that you have not realized that we do not believe that punishment is, in any way, a good way to correct behavior. Understanding, guidance, and respect are far better and more effective. Punishment merely breeds and nurtures fear, anger, and resentment." Nearly all of the students from both schools and the Smiles staff applauded my little speech. Dr. Phyllis Langdon and Tere Osman frowned. I added, "I sincerely believe that punishment creates the anger, fear, cruelty, and hatefulness we see in our world. And Dr. Phyllis, do you think Danny would talk the way he just did if he had been punished?" She just grimaced and looked at me as if I was the dumb one. 

Bob of Bayshore nodded and smiled as he looked at Dr. Phyllis Langdon and said, "Dr. Langdon, I am glad that you are on the evaluator team and are supporting the traditional, rigorous way of learning. The Smiles students are fun to be around, but I don't think I would learn much at their school." 

Our Smiles student, Ella, joined in. "Is that because you must be made to learn what someone has chosen for you and makes you learn?" All the Smiles students applauded and smiled. The staff and Dr. Samper smiled. Semper also said, “Patria, or is it Dr. Oreana?” 

“Patria, and by this time next year, you can add Dr., but I would prefer Patria. Now I am working on my doctoral dissertation.” She was asked what her research was on, and she replied, “I am interested in learning which method of teaching is the most effective. It is basically the same topic we are exploring today. So far, the more informal and friendly method is the best.” 

Dr. Davis thanked her and turned to Tere Osman, principal of Bayshore. "Now, Tere, or is it Dr. Osman?" Tere said she was fine with first names on informal days like today, but at school, she asked to be called                          dr.Dr. Davis nodded and asked her what she would be taking away from this day. Tere responded, “When I first learned of this day, I was not impressed at all, especially when I learned the request came from the Superintendent of Schools. Then our Board told me that there was a sizable payment for everyone involved, so I became interested. Now, at the end of the exercise, I am glad we came.  

Davis again turned to the Bayshore students and said, "I would like to hear from our Bayshore student, so Bob, tell us more about why you think you could not learn well if your school used a method like Smiles." 

"Well, I like order and rules and being able to talk without being interrupted." He seemed to have stopped, and Dr. Davis asked, "And what do you think about what the young lady from Smiles says that we do not need to just study what others think and write about and that we need to think and choose for ourselves?"  

"I think that is just wishful thinking. We are not old enough, nor experienced enough to contribute much to our knowledge." 

Chris from Smiles jumped in, "Einstein stated that our imagination is more important than our intellect, and that was before smartphones, when we had a living encyclopedia in our hands that contains all the thoughts and discoveries that have been made up until now in human history. Now it is our challenge to use our imagination to add to the store of knowledge. And Bob, I think you have the ability to be creative. We still have many challenges before us, like poverty, world peace, crime, creative schools – both academic and trade schools, medicine, and the arts. So, let's use our imaginations and help take care of some of these things. I honestly think that if our voters were really thinking, and had been taught to think in elementary school, we would not have elected morons to be our presidents." Everyone on the Smiles side and some on the Bayshore side applauded Chris. 

Dr. Davis looked at his watch and announced, "Well, it is alittle past our scheduled closing time, so we need to end our very enlightening day. I have to admit that I have enjoyed it more and learned more than I expected. Thank you all. And Sam, one last question: do you and your students really have a sit-down lunch served every day like we had today?" I nodded and he said, "Well, thank you for a pleasant and nutritious day. Thank you all, and I will send you a copy of our report to the California Superintendent of Schools." 

Everyone applauded, even Bob and Dr. Phyllis Langdon.

TWENTY-FIFTH GRADERS EVALUATE THE DAY–Chapter Forty-Two

ELLA

Finding myself accidentally being the 'ringleader' of this bunch of hoodlums, as the old lady doctor sees us, I said, "While these 'wise' old people decide how to end this day, why don't we evaluate the day for ourselves?”

Chris, always the practical one, said, "Good idea, and just in case it was needed, I just started my cell phone to record us. He turned his cell on me, and I saw and heard me say, "Okay, I'll go first. I rather enjoyed getting the $50 for just listening to the wisdom of my fellow fifth graders and the ignorance of the old dunces who are trying to run the show, and I'm kinda surprised that they are so out of touch – at least the two oldest ones are.”

Chris's head loomed large as he directed the cell on himself, "I have to admit I was surprised at their ignorance. Our school staff has spoiled us, especially our Tator, Sam. What about you Bayshore guys; what do you think about our day?”

Veronica of Bayshore said, "I learned a lot from you Two Thousand Smiles guys. First, that there is a place in the world where us kids can talk and say what we think and not be shushed up or scolded or told we are too young to think such a thing - whatever it is. And I'm going to start acting and talking freely, like you guys, and see how long it takes before I get kicked out. I'm looking forward to talking to our teacher about today. And, oh, I'm glad to get the $50." She held a smirk for a few moments, then turned it into a charming smile.

Danny said, "I lived in Mississippi and went to a school there, and I thought it was just the way normal schools are. Now that I'm at Smiles, I see that schools can be joyful places. And now I bet that old lady doctor is still stuck in that old-school style. The old man doc seems a lot more open, and the two younger ones are open as well. I hope they are doing something in their teacher training classes, if that is what they are doing, to help implement our philosophy. Maybe we have educated them.”

Bob, the kinda old thinking guy from Bayshore said, "I'm not as enthusiastic as you guys, and I feel sorry for Dr. Phyllis Langton, and I like her ideas better than your Dr. Collins and you wild guys from School of Two Thousand Smiles – what a dumb name for a school.”

I thought Olivia would shake herself out of her wheelchair as she stuttered, "Wha..,wh.., what woo..uld yaya..you like.. to ca..ll a s..ch…ll?"

Bob looked down his nose at her and smirked as he looked around at all of us and said, "What did she say?”

I was afraid Danny was going to hit him as he grabbed Bob's shirt collar with his left hand and pulled his right hand and arm back. Joe Jackson quickly grabbed Danny's right arm and shouted, "Don't waste your energy on that scum bag." Joe bent down and, with his face only inches from Bob's face, very fiercely said, "You aren't good enough to even clean her shoes, you piece of shit." Nearly all nineteen of us clapped, and Bob just stubbornly looked down his nose at all of us.

I looked over at Olivia and saw that she was crying. Lucy Ma, Olivia's speech helper, said, "Olivia says she is sorry for causing so much trouble.”

I almost screamed, "Olivia, you didn't cause any trouble - that arrogant, heartless bastard over there," I pointed at Bob –" did. And I'm glad that all the rest of our fifth graders agree with me." I turned to Bob and asked, "Bob, does your school teach you to be bigoted and heartless, or has this been an independent study of yours?”

Nearly all nine of the Bayshore kids yelled. "Independent study!" Veronica said. "I didn't know Bob was so bigoted.”

I asked her, "You didn't know that about him? How long have you known him?”

In a near whisper, she said, "Four and a half years – since first grade. Now I'm thinking that I don't really know him at all. In fact, the only one I really know here today is Elaine." She nodded to the girl sitting next to her.

Chris, looking concerned, said, "I think that is so sad. We know one another like we are all brothers and sisters - that is, all 20 of the 5th graders and many of the rest of the 240 students at Two Thousand Smiles. Danny has been with us for only four months, and I think of him as a brother. Sam, our Tator, coaches us all to treat other people as persons with feelings, thoughts, and lives and not as roles or objects. I’m guessing that your Bayshore teachers don’t care about that, do they?”

Veronica responded, "They just tell us not to embarrass them, meaning the teachers and the school.

I said, "Hey, all you Smiles people, let's sing our class song for our new friends.' In my best imitation of Danny's drawl, I added, "O'kay ya'ahl, gather round." As they gathered around me, I added, "And, Bob, listen because this is your punishment for upsetting Olivia." I grinned; my classmates smiled, and the Bashorians looked amused and confused but remained attentive. And we began to sing the song we had created from Sammy Fain and Paul Webster's song, Love is a Many Splendored Thing: 

School is a many splendid Thing
It's the enlightening lamp that only shines in open minds
It's nature's way of giving a reason to be living
It's the human way of connecting.
And the only way of growing and bringing peace to our weary world so needy,                And it begins at birth and grows in schools.
Through laughing, dancing, connecting, reading, smiles, and joy.
Yes, real schools are very splendid things.
School is a many splendid thing.  

We all smiled, and all the Bayshorians except Bob joined us and clapped. Veronica responded, "I can't imagine us ever creating a song together. How did you people in Monte Vista manage to get such a school?" 

"I'm glad you asked; Sam, our Tator, short for facilitator, went to a graduate school that was created to spread these ideas. My grandfather was the co-founder of Two Thousand Smiles Schools, met Sam in the doctoral program, and invited him to start this school. Sam doesn't like administration duties, so he accepted the challenge to set it up if he could be a facilitator, not an administrator."    

She said, "Thank you, and I'm going to see if there is a Smiles school close to us and if not, I'll nag my mom and dad to find a way to start one." 

The 'big' people began trooping back in to join us.